This study explored the interplay between Multiple Intelligences (MI) and English Vocabulary Learning Styles (VLS) among junior high school learners at PAIMA National High School, a rural upland high school in the Province of Nueva Vizcaya, Philippines. Utilizing a descriptive-correlational research design and total enumeration, data were gathered from 74 respondents (Grade 7 = 42; Grade 8 = 32) using validated MI and VLS questionnaires. Findings revealed that Interpersonal (x̄ = 2.79) and Naturalist (x̄ = 2.74) intelligences were the most dominant, while Kinesthetic (46%) and Visual (26%) strategies were the most preferred modalities for vocabulary acquisition. Correlation analysis demonstrated a significant relationship between social-environmental intelligence domains and active-sensory learning styles. These results served as the foundation for the Contextualized Instructional Framework for Upland Learners (CIFUL), which advocates for place-based, socially-mediated, and multi-modal pedagogical strategies to bridge the verbal-linguistic gap in rural secondary education.
Bennang et al. (Tue,) studied this question.